The objective of our institution is to create learning environment that stimulates a child’s development, teaches a child the systematic and thorough work, teaches how to overcome own limits, and guarantees high pedagogical competence. The main responsibility of our highly qualified teachers is to assist a student in exploring the world and to motivate a child to achieve success which is measured in many ways.
The International School is an international primary school in Warsaw which offers students an educational program whose aim is to teach them the most important competences in the world of today, which are bilingualism, knowledge, and social skills. The concept of school work is based on two foundations - the core curriculum of the Polish school and the requirements of the Canadian program, implemented in the province of Ontario. Children learn English via the full immersion method, i.e. by speaking, listening and interacting during classes with language, mathematics, experimental subjects and humanities as well as in practical and arts classes. The school is based not only on the methodology of the Canadian school, Canadian books and interactive programs, but also the knowledge and experience of licensed teachers from Canada and the United States with experience in teaching ESL in a multicultural environment. At the end of subsequent stages of education, students receive report cards and certificates confirming their progress in learning, and at the end of the year, Polish certificates.
The schooks offers special support for gifted students and provides everyone with an individual approach and participation in interesting interdisciplinary projects, workshops and trips.
Our Kids speaks to Anna Rokicka, school principal of the International School
Here we interview Anna Rokicka, principal of the international school in Poland. We discuss many topics, such as teaching, languages and the school's character.
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Gallery showcasing specific locations and facilities found at The International School.
Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.
Primary Curriculum: TraditionalTraditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Uczniowie najpierw zdobywają wiedzę podstawową i teoretyczną, aby później stosować ją w praktyce. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Secondary Curriculum: Academic| Focus |
|---|
| Academic |
| Subject type | offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
| Subject type | offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
| Special needs | Accomodations
Formal adjustments are made to the delivery of lessons to help mitigate the learning difficulty or exceptionality. The underlying content and expectations remain unchanged with accommodations, however. (Example: allowing a student to write tests in a quieter room). | Modifications The underlying content and expectations are modified and/or simplified for the sake of the student. (Examples: allowing student to use a calculator on a test when other students can’t; allowing students to bring word-banks or “cheat sheets” into certain tests, etc) | Remediation Research-based therapeutic measures that target and ameliorate the underlying weakness. |
|---|---|---|---|
| Learning disabilities | |||
| ADHD (moderate to severe) | |||
| Dyslexia (Language-Based Learning Disability) | |||
| Auditory Processing Disorder (APD) | |||
| Dyscalculia | |||
| Dysgraphia | |||
| Language Processing Disorder | |||
| Nonverbal Learning Disorders (NLD) | |||
| Visual Perceptual/Visual Motor Deficit | |||
| Developmental | |||
| Autism | |||
| Asperger's Syndrome | |||
| Down syndrome | |||
| Intellectual disability | |||
| Behavioral and Emotional | |||
| Troubled behaviour / troubled teens | |||
| Clinical Depression | |||
| Suicidal thoughts | |||
| Drug and alcohol abuse | |||
| Oppositional Defiant Disorder (ODD) | |||
| Physical | |||
| Dyspraxia (Developmental Coordination Disorder) | |||
| Blindness | |||
| Deafness | |||
| Cystic Fibrosis | |||
| Multiple physical |
| Program | offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
Curriculum delivery: This information is not currently available.
| Program | offered |
|---|---|
| Custom subject enrichment (special arrangement) | |
| Custom curriculum compacting (special arrangement) | |
| Guided independent study (custom gifted arrangement) | |
| Cyber-learning opportunities (custom gifted arrangement) | |
| Formalized peer coaching opportunities (specifically for gifted learners to coach others) | |
| Custom subject acceleration (special arrangement) | |
| Career exploration (custom gifted arrangement) | |
| Project-based learning (custom gifted arrangement) | |
| Mentorships (custom gifted arrangement) |
| Sports Offered | Competitive | Recreational |
|---|
| Clubs Offered |
|---|
| Foreign Language Club |
| Math Club |
| Musical theatre/Opera |
| Outdoor Club |
| Outdoor Education |
| Poetry/Literature club |
| Art Club |
| Drama Club |
| Grade | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|---|
| Day | zł1,870 / month | zł2,000 / month | |||||||
This information is not currently available.
| Grades | Enrollment |
|---|---|
| PS/Kindergarten (6 years) to Gr. 8 | Varies |
| % of foreign students | N/A |
| # of nationalities attending school | N/A |
| PS |
|---|
I have been fulfilling my passion for years - I am primarily a teacher - a Polish philologist - a Polish philologist.
And by birth, and mentality, I am a native of Wielkopolska, mother of two: Julianka and Daniel.
Polish studies, which I graduated from the Adam Mickiewicz University in Poznań, gave me not only the necessary competences to teach the subject, but also tools - so immaterial - to read secrets hidden in words.
For many years I am the examiner of the Polish language of the District Examination Board in Warsaw and appointed teacher. Many times I accompanied my students on the way to their great successes - many of them received the titles of laureates and finalists of important competitions and olympics. However, the measure of success for me is always the statement of my young people that Polish is the "coolest subject".
For six years I have been performing management functions in bilingual and international schools: high schools and junior high schools. As a school head, I deeply believe in transnational teaching, in international education and the exchange of spiritual and intellectual goods between nations, across borders. I believe equally strongly and constantly in people, in the team and work together.
Privately, I am fascinated by life in all its manifestations.
POL
CAN